Location
University of Nebraska Medical Center
Event Date
3-31-2026
Abstract
Students in accelerated, year-long Medical Laboratory Science (MLS) programs experience different stressors that can affect their well-being and ability to persist in the program. This study aimed to identify the main sources of stress among MLS students and to examine how stress levels vary by demographic factors. MLS students in a university program completed a stress survey each semester from May 2022 to May 2024. The survey asked about demographics and included questions about stress in academic, professional, and personal areas. The results showed that the main stressors were lack of free time, the program's pace, and worries about falling behind in school. The least stressful issues were experiences with discrimination, cheating in the program, and disagreements with others about career choices. The study found significant links between age and personal stress (p = 0.003), and between employment status and both academic stress (p = 0.003) and total stress (p = 0.005). Students who worked during the program reported lower stress in academic, professional, and overall areas than those who did not work. These results identify which stressors and demographic factors are associated with perceived stress among MLS students. This information can help develop program interventions, guide student support strategies, and identify students who may need extra support.
Included in
Stress in Medical Laboratory Science (MLS) Students: Sources, Patterns, and Implications
University of Nebraska Medical Center
Students in accelerated, year-long Medical Laboratory Science (MLS) programs experience different stressors that can affect their well-being and ability to persist in the program. This study aimed to identify the main sources of stress among MLS students and to examine how stress levels vary by demographic factors. MLS students in a university program completed a stress survey each semester from May 2022 to May 2024. The survey asked about demographics and included questions about stress in academic, professional, and personal areas. The results showed that the main stressors were lack of free time, the program's pace, and worries about falling behind in school. The least stressful issues were experiences with discrimination, cheating in the program, and disagreements with others about career choices. The study found significant links between age and personal stress (p = 0.003), and between employment status and both academic stress (p = 0.003) and total stress (p = 0.005). Students who worked during the program reported lower stress in academic, professional, and overall areas than those who did not work. These results identify which stressors and demographic factors are associated with perceived stress among MLS students. This information can help develop program interventions, guide student support strategies, and identify students who may need extra support.